Treatment of Error in Second Language Student Writing

By D. Ferris. 2002

866 citations recorded by the source corpus.

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Citations in the corpus

Understanding teachers’ written feedback practices in Hong Kong secondary classrooms (2008, background): “Direct feedback is used when teachers feel the error in question is complex and beyond students’ ability to self-correct (Ferris, 1999; Frodesen, 1991), whereas indirect feedback is used when teachers want to engage students in problem-solving and develop their independent editing skills (Ferris, 20”
Contextualizing corrective feedback in second language writing pedagogy (2010, background): “…1991; Hedgcock & Lefkowitz, 1994; Ferris, 1995; Truscott, 1996; Guénette, 2007); • Students can improve their linguistic accuracy with appropriate error correction (Ferris, 2002; Bitchener, 2008); and • Error correction can be consequential when it is manageable, meaningful, timely, and constant.”
The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy (2018, background): “Some other writers have suggested that the more written teacher feedback a student gets, the less confident they feel (e.g. Cleary 1990; Ferris 2002; Krashen 1982).”
The value of written corrective feedback for migrant and international students (2008, background): “…written corrective feedback on ESL student writing (see Ferris, 2002, 2003, 2006), where sometimes as many as 15 linguistic forms and structures had been examined, this study investigated the effect of targeting only two potentially ‘treatable’ (Ferris, 2002, 2003; Truscott, 1996) error categories.”
Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions (2010, background): “Interestingly, in applying this discreteness criterion, Truscott’s predictions concerning the amenability of some types of errors are contradicting those of Ferris (1999, 2002).”
L2 writing teachers' perspectives, practices and problems regarding error feedback (2003, background): “Also, comprehensive error feedback is exhausting for teachers (Enginarlar, 1993; Ferris, 2002; Mantello, 1997) and frustrating for students (Reid, 1998).”
The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy: A Meta‐Analysis (2015, background): “However, Ferris (2002) has maintained that there are several cases in which teachers should provide more direct feedback on errors.”
SECOND LANGUAGE WRITING RESEARCH AND WRITTEN CORRECTIVE FEEDBACK IN SLA (2010, background): “…research designs must be limited to narrowly drawn treatable categories (i.e., errors that can be addressed by reminders of a clear and succinct rule; see Ferris, 2002 , 2006 ; Ferris & Roberts, 2001 ) or may also consider more complex features (such as lexical issues or sentence structure).”
Thai EFL Students' Writing Errors in Different Text Types: The Interference of the First Language (2012, background): “Ferris (2004), a well-known researcher in the area of error feedback in L2 writing, states that prior to giving feedback to students, it is crucial for a writing teacher to be aware of error categories frequently found in his/her students’ writing. For this reason, over the last few decades, many la”
LEARNERS’ PROCESSING, UPTAKE, AND RETENTION OF CORRECTIVE FEEDBACK ON WRITING (2010, background): “As suggested by Ferris ( 2002 ), in response to editing, learners had to identify the nature of the error and attempt to supply the correct form, using their own knowledge of grammar and word meanings to offer suggestions and countersuggestions.”
Feedback on second language students' writing (2006, background): “In addition, it has been argued that the research on the lack of effectiveness of error feedback is not nearly as conclusive as Truscott claims (e.g. Polio 1997; Ferris 1999, 2002, 2003, 2004).”